Phonics Programme of Study Year 2 2016 + - Belleville Wix ...

In year 2, the children need to continue to practice and build on what they already know by reading the phonics they have already been introduced to in year 1. A higher emphasis should be on spelling choices. Children should be encouraged to read back their work and ask; ‘Does it look right?’

You need to KNOW who did not meet the expected standard in their phonic screening and make additional provision for them, which needs to be annotated onto plans.

Please refer to letters & sounds Phases 5 and 6 for additional guidance. Term 1 will be a revision of phase 5 with a focus on the spelling of alternative phonemes.

Phase 6

By the beginning of Phase Six, children should know most of the common grapheme– phoneme correspondences (GPCs). They should be able to read hundreds of words, doing this in three ways: ■ reading the words automatically if they are very familiar;■ decoding them quickly and silently because their sounding and blending routine isnow well established;■ decoding them aloud.

Children’s spelling should be phonemically accurate, although it may still be a little unconventional at times. Spelling usually lags behind reading, as it is harder. During this phase, children become fluent readers and increasingly accurate spellers.

Due to changes in the new curriculum, adaptations have been made to the programme of study. Red text indicates changes to the year 1 pos which needs to be consolidated in year 2.

The teaching of syllables is important to the teaching of prefixes and suffixes and should be taught explicitly.

Term 1 will secure the reading and spelling of words containing different spellings for phonemes taught in year 1 with an emphasis on choosing the correct spelling pattern.

The following is the New Curriculum Statutory Guidelines for Year 1 which will be revised in year 2 alongside introducing new spelling rules during Spring term and Summer term: Add prefixes and suffixes (phase 6):Using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs. Using the prefix un- Using –ing, -ed –er, -est where no change is needed in the spelling of the root words.

Tricky words are now called ‘Common exception words’ The following is the new curriculum statutory guidelines for Year 2: Continue to apply phonic knowledge and skills as the rout to decode words until automatic decoding has become embedded and reading is fluent. Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternate sounds for graphemes. Read accurately words of 2 or more syllables using the same graphemes as above Read words containing common suffixes: Formation of nouns using suffixes such as –ness, -er and by compounding, e.g. whiteboard, superman Formation of adjectives using suffixes such as –ful, -less Use of the suffixes –er, -est in adjectives and the use of –ly to turn adjectives into adverbs. Re-read books to build up their fluency and confidence in reading.

Blue text shows the statutory requirements of the new curriculum for Year 2.

Belleville Wix Academy

Phonics Programme of Study Year 2 2016 +

Red text indicates work from the new curriculum for year 1 which has been taught and will be consolidated in year 2.

There is an appendix at the end of the document to support the planning of teaching of phases 5 and 6, including definitions of technical vocabulary. Please refer to letters and sounds for additional activities and ideas.

Belleville Primary School Structure of a phonics session

WEEK PHONICS FOR SPELLING WORDS TO LEARN (read and spell)

1

Introduce year 2 Fred Revise dot dash notation to represent sounds Thorough reintroduction of the speed sound chart for spelling. Phonic assessments of children who did not make the phonic screening test. Phoneme spotters – can you find the different phoneme? Dictation of sentences. How many syllables does that word contain? Teaching of syllables. A syllable sounds like a beat in a word. Syllables consist of at least one vowel and possibly one or more consonants. Cat – 1 syllable Fairy – 2 syllables Hippopotamus – 5 syllables Continue to revise phonics using sound buttons. e.g. count the syllable(s). Record the sounds in each syllable, e.g. f – air y 2 syllables – 3 sounds. Revision of compound words Words which are 2 words joined. Each part of the longer word is spelt as it would be if were on its own. Revise counting in syllables and model how to segment longer words for spelling, Football Playground Farmyard Bedroom Blackberry

Year 1 revision Monday Tuesday Wednesday Thursday Friday Saturday Sunday

2 Spelling choices Long Vowel A Orally sort and revise words for each of the long vowel groups Ai, a_e, ay http://www.phonicsplay.co.uk/member-only/aiAltSpellings.html Discuss spelling rules from word sort A and eigh Dictation We went on holiday to Spain by train and plane.

Year 1 revision One Two Four Five Eight

3 Spelling Choices Long Vowel E Orally sort and revise words for each of the long vowel groups Ee, ea, y, e, e_e http://www.phonicsplay.co.uk/member-only/eeAltSpellings.html Discuss spelling rules from word sort Most common spelling is ‘ee’ followed by ‘ea’ Encourage ‘which looks right’ approach Revise y making ‘ee’ at the end of words Ey – key, donkey, monkey, chimney, valley (new curriculum yr

New Year 2 words to learn Again Any Beautiful Because Both

2) ie – thief chief belief Which letters are making the long e sound in key

4 Choices Long Vowel I Orally sort and revise words for each of the long vowel groups Igh, ie, y, i_e, i http://www.phonicsplay.co.uk/member-only/ighAltSpellings.html Discuss spelling rules from word sort.

Busy Child Children Christmas Clothes

5 Spelling Choices Long Vowel O Orally sort and revise words for each of the long vowel groups Oa, oe, o, o_e http://www.phonicsplay.co.uk/member-only/oaAltSpellings.html rare - ough - doughnut Discuss spelling rules from word sort

Dear Even Every Hour Laugh

6 u-e (cute) ue (glue) oo (moon) http://www.phonicsplay.co.uk/member-only/ooAltSpellings.html Discuss spelling rules from word sort.

Many Money Most Only Parents

7 Revise different spelling patterns for or. http://www.phonicsplay.co.uk/member-only/orAltSpellings.html Revise or, aw au Our oor ore

Please Pretty Sugar Sure Teacher

8 Revise different spelling patterns for er/ir/ur http://www.phonicsplay.co.uk/member-only/urAltSpellings.html

Towards Warm Water Were Whole

9 Revise different spelling patterns for air http://www.phonicsplay.co.uk/member-only/airAltSpellings.html ear are

Which Witch Word Work World Write

10

Revise different spellings for ear Dear deer http://www.phonicsplay.co.uk/member-only/earAltSpellings.html

January February March April May June

11

Alternate spellings of ar http://www.phonicsplay.co.uk/member-only/oyAltSpellings.html Palm star heart Look at a and the way that many words people with the Southern accent pronounce a as ar. Dancing.

July August September October November December

12

Revise ea as ee or e Bread bean Alternate spelling of r Wr – write, wrong, written, wrote, wrap at the beginning of words

Twenty Thirty Forty Fifty

13 Alternative for ch Rich adventure catch tch is usually at the end of a word where you can hear ch followed by a single vowel eg witch, fetch, catch, pitch, match… exceptions rich, which, much, such v at the end of a word. English words hardly ever end with the letter v, so if it does use ve. Or as er Word, work, worm, world, worth

Sixty Seventy Eighty Ninety Hundred

14 Alternate spelling of j The letter j is never used for the sound at the end of English words. -dge is used at the end of a word straight after short vowels. Badge, edge, bridge, dodge, fudge After all other vowels or consonants –ge I used. Age, huge, change, charge, bulge, village Use g before e, I and y gem, giant, giraffe, magic, giraffe, energy Use j before a, o and u jacket, jog, adjust

Should Would Could

15 Soft c Soft c before e, i and y Race ice city circle Alternate spellings for n Night knife gnome sign Kn and gn at the beginning of words.

Old Cold Gold Hold Told

WEEK PHONICS FOR SPELLING/Grammar Words to learn (read and spell)

16 Alternate spelling of l Le table, apple, bottle. Mostly used at the end of a word. El – used after m,n,r,s,v,w and often after s Al – most adjectives end of a word. Challenge can you find the wacky words that end in ‘il’? http://www.slideshare.net/jomango/spelling-

Other Brother Mother Another Nothing

words-ending-with-le-el-and-al camel, tunnel, squirrel, towel, tinsel table, apple, bottle, little, middle pencil, nostril, fossil

17 Al as or Ball call fall all walk talk O as u Other mother brother Monday

Find Mind Kind Behind Wild Climb

18 O is spelt as a after w and qu. Want, watch, wander, quantity, squash. There are not many of these words. Ar as or. War, warm, towards There are not many of these words

Door Poor Floor More Caught Thought

19 Zh sound Television, treasure, usual Words ending in Tion Station, attention, explanation, question fiction, motion, section, national

Grass After Past Class Pass Plant

20 Revision - suffix s/es Singular and plural. Turning nouns into plurals If the ending sounds like s or z. It is spelt as –s. If the ending forms an extra syllable or beat it is spelt –es. (rule most words ‘s’ words ending in ch/sh/x

Bath Path Fast Last Father

require ‘es’ but you can hear the difference – try saying church or box with just an ‘s’) the plural of words ending in ey are formed by adding –s., key, donkey, chimney, monkey Cats, dogs, spends, rocks, thanks, catches

21 Add-es to nouns and verbs ending in –y. The y is changed to I before –es is added Flies, tries, replies, copies, babies, carries

Improve

Move

Through

prove

22 Revision - Suffixes ing ed (where no change is needed to the root word) Past and present tense (ing always add an extra syllable to the word) If verb ends in 2 consonant letters (the same or different), the ending is simply added on.

extension add er

jumping, jumped, jumper Hunting, hunted, hunter, buzzing, buzzed, buzzer, jumping, jumped, jumper

Steak Break Great

23 Revision - Suffix est er Adding to adjectives where no change is needed to the root word. If verb ends in 2 consonant letters (the same or different), the ending is simply added on.

Grander, grandest, fresher, freshest, quicker, quickest

I’m It’s He’s She’s You’re

24 Add –ed, -ing, -er and –est to a root word ending in y with a consonant before it.

They’re Isn’t

The y is changed to I before –ed, -er, and –est are added but not before –ing or this would result in ii, e.g. skiing. Copied, copier, happier, happiest, cried, replied But copying, crying, replying

Can’t Didn’t Don’t

25 Add the endings –ing, -ed, -er, -est and –y to words ending in –e with a consonant before it. The –e at the end of the root word is dropped before –ing, -ed, -er, -est, - y or any other suffix beginning with a vowel is added. Exception: being Hiking, hiked, hiker, nicer, nicest, shiny

Doesn’t I’ll He’ll She’ll We’ll

26

Add –ing, -ed, -er, est, -y to words of one syllable ending in a single consonant letter after a single vowel letter. The last consonant letter of the root word is doubled to keep the short vowel sound. Exception: The letter x is never doubled Mixing, mixed boxer sixes Patting, patted, humming, hummed, dropping, dropped, sadder. Saddest, fatter, fattest, runner, runny

You’ll They’ll It’ll Won’t

WEEK Grammar Sample Words Words to Learn

27 Suffixes

-ment, -ness, -ful, -less, -ly Most suffixes can be added straight onto root words if a suffix starts with a consonant letter. If the root words ends in a y ‘change the y to an i and add the suffix. Happy happiness, happily Plenty plentiful, Enjoyment Sadness Careful Hopeless Playful Plainness badly EXCEPTION WORD argument

Bare Bear Be Bee Blue Blew

28 Revision Prefix un – new dis- Change the meaning of verbs and adjectives Unkind, undoing Dislike

Unhappy Undo Unload Unfair Unlock Disappoint Disagree

Cheep Cheap Deer Dear Few Phew

29 Revision Reading words with contractions knowing that the apostrophe represents the omitted letter.

Can’t It’s Couldn’t Didn’t Hasn’t I’ll I’m Doesn’t

Wouldn’t Couldn’t Shouldn’t

30

Possessive apostrophe - singular

The boy’s The girl’s The child’s Megan’s The man’s

For Four Some Sun Ate Eight

31

Apostrophe’s right or wrong? http://www.curriculumbits.com/prodimages/details/english/amazing-apostrophes.html

Aren’t Hasn’t Haven’t Wasn’t Weren’t

32 Class specific based on teacher assessment relating to suffixes, prefixes already taught

Made Maid Night Knight One won

33 Homophones 2 different words are homophones if they both sound exactly the same when pronounced.

There their they’re Here hear Bare/bear Be/bee Night/knight Blue/blew See/sea/ To/too/two

Right Write Sail Sale See Sea

34 Near homophones One/won Sun/son Quite/quiet

Sun Son To Too two

35

Revision of spelling rules

There Their They’re Witch Which

36 Revision of spelling rules

Whole Hole Wood Would Your You’re

Morphological knowledge This is the spelling of grammatical units within words (e.g. horse = 1 morpheme, horses = 2 morphemes). It includes knowledge about:

• root words – contain one morpheme and cannot be broken down into smaller grammatical units (e.g. elephant, table, girl, day) and are sometimes referred to as the stem or base form;

• compound words – two root words combined to make a word (e.g. playground, football); • suffixes – added after root words, changing the meaning and often the spelling of a word (e.g. beauty – beautiful, happy –

happiness). Some suffixes, called inflectional suffixes (or inflections), modify words to indicate, for example, plurals (e.g. boy – boys, fox – foxes) or verb tenses (e.g. walk – walks – walking – walked);

• prefixes – added before a root word, and change the meaning but rarely affect the spelling of a word (e.g. replace, mistake

Spell words for year 2 advised by the new curriculum: door, floor, poor, because, find, kind, mind, behind, child, children*, wild, climb, most, only, both, old, cold, gold, hold, told, every, everybody, even, great, break, steak, pretty, beautiful, after, fast, last, past, father, class, grass, pass, plant, path, bath, hour, move, prove, improve, sure, sugar, eye, could, should, would, who, whole, any, many, clothes, busy, people, water, again, half, money, Mr, Mrs, parents, Christmas

Belleville Primary School

Appendix Terminology

Belleville Primary School Appendix

Phase 5 alternative spellings

Belleville Primary School

Appendix Long vowel word bank

Belleville Primary School

Appendix Phase 5 word lists

Belleville Primary School

Appendix Phase 6 support